Keyword: problem-based learning

ABSTRACT: This systematic literature review synthesizes existing research to explore the use of Problem-Based Learning (PBL) as an instructional pedagogy and its impacts on achieving the goals of Environmental Education (EE). A search across Google Scholar, ERIC, and EBSCO Host databases using the Boolean search term (“Problem-Based Learning” AND “Environmental Education”) yielded 12,986 results. After applying rigorous inclusion and exclusion criteria, 52 peer-reviewed, empirical studies published between 2005 and March 2025 were selected for analysis. Findings reveal a steady increase in PBL in EE research over the past two decades, with most studies conducted in Indonesia and Turkey. PBL was found to promote the goals of EE by enhancing students’ environmental literacy, critical thinking, collaboration, and problem-solving skills. Dominant research methodologies were experimental and quasi-experimental and research lines were predominantly intervention- outcome based (46%). While session durations varied, most studies used short- to medium-term interventions with nearly half of the studies neither specifying the duration nor describing their PBL process. Few studies tracked long-term behavioral impacts of PBL on EE goals on participants. Study participants were mostly middle school and college learners. Studies reported the integration of EE in a variety of subject areas, mostly environmental and general science content areas. Notable gaps include a lack of standardized reporting guidelines which limit reproducibility. To address this gap, a framework: PBL Implementation Reporting Protocol for Environmental Education Research is proposed. This review contributes to the discourse on active learning pedagogies in EE towards the achievement of EE goals and offers insights, research and practice recommendations for advancing equitable, context-sensitive PBL integration in EE practice across educational levels.

ABSTRACT: Despite increasing global attention to learner-centered approaches in environmental education (EE), there is limited research on how preservice teachers in Ghana make sense of problem-based learning (PBL), particularly through the lens of their lived experiences and sociocultural contexts. This study addresses that gap by exploring how one Ghanaian preservice teacher constructs his understanding of PBL and environmental education using Bakhtin’s concepts of Ventriloquism and Voice. Through a dialogic analysis of a semi-structured interview, the study uncovers the multiple voices; personal, institutional, and environmental, that shape his evolving teacher identity and pedagogical vision. The findings reveal how narrative becomes a site for negotiating meaning, expressing professional intentions, and imagining education as a vehicle for environmental and social transformation. This research contributes to a growing body of work using dialogic and narrative frameworks to examine teacher development and highlights the need for more contextually grounded studies in EE and PBL within Ghana’s teacher education system.